Teaching school children basic life support improves teaching and basic life support skills of medical students: A randomised, controlled trial

Beck, Stefanie; Meier-Klages, Vivian; Michaelis, Maria; Sehner, Susanne; Harendza, Sigrid; Zöllner, Christian; Kubitz, Jens C.

doi:10.1016/j.resuscitation.2016.08.020

Cited by 32 publications

(48 citation statements)

References 23 publications

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“…Another study implemented medical student teaching BLS to school children; medical students attitude and knowledge were improved with their participation in such form of active learning. [14] .Therefore we recommend applying active learning by making medical students participate and teach non-medical students.…”

Section: Discussionmentioning

confidence: 99%

Knowledge and Attitude of Basic Life Support among Medical Students at King Abdul-Aziz University

Khedher

Shawwa

Alamri

et al. 2017

Egyptian Journal of Hospital Medicine

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Aim of the work: basic life support (BLS) refers to the skills that require few tools to save lives of the victims of cardiac or respiratory arrests. All healthcare providers are required to master these skills in order to maximize the care to those who experience such emergencies. This study aimed to assess the knowledge and attitude toward BLS in King Abdul-Aziz University among 3 rd to 6 th year medical students. Methods: this is a retrospective cross-sectional study conducted in King Abdul-Aziz University, College of Medicine in Jeddah-Saudi Arabia among the medical students, from June to October 2016 lasting for a period of 4 months. Data were gathered by using electronic Google forms questionnaires that were distributed to 3 rd , 4 th , 5 th and 6 th years medical students. Data analysis was done by using SPSS version 17 in July 2017 Results: 370 medical students at King Abdul-Aziz University (KAU) were participated to evaluate their knowledge and attitude toward Basic Life Support (BLS). 190 of the students were male students. 43% and 38.5% of female and male students scored all the right answers respectively. Both the total mean of correct answers of knowledge and attitude toward BLS were 40% for both variables. Students who had BLS courses other than the mandatory ones scored 41.5% of the correct answers, while the students who had only mandatory BLS courses scored 39% of the correct answers. Conclusions: among KAU medical students, the data showed poor essential knowledge toward BLS. Overall attitude towards BLS was negative. However, the data also showed slight improvement when students had BLS courses other than the mandatory ones. Therefore, more focus may be placed for strengthening BLS skills. In addition, it is recommended to have an annual BLS simulation for all medical students to consolidate their skills and knowledge. We also recommend adding active learning to all medical students.

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Section: Discussionmentioning

confidence: 99%

Knowledge and Attitude of Basic Life Support among Medical Students at King Abdul-Aziz University

Khedher

Shawwa

Alamri

et al. 2017

Egyptian Journal of Hospital Medicine

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“…All trainers were invited to a seminar prior to the training in schools which included five parts [23]. The trainers were randomised between part four and five to intervention or control group trainers.…”

Section: Methodsmentioning

confidence: 99%

Implementation of Basic Life Support training in schools: a randomised controlled trial evaluating self-regulated learning as alternative training concept

et al. 2020

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Background: The Kids save lives statement recommends annual Basic Life Support (BLS) training for school children but the implementation is challenging. Trainings should be easy to realise and every BLS training should be as effective as possible to prepare learners for lifesaving actions. Preparedness implies skills and positive beliefs in the own capability (high self-efficacy). Methods: This randomized controlled cluster study investigates, if self-regulated learning promotes self-efficacy and long-term retention of practical BLS skills. Students in the age of 12 years participated in a practical training in BLS and a scenario testing of skills. In the control group the practical training was instructor-led. In the intervention group the students self-regulated their learning processes and feedback was provided by the peer-group. The primary outcome self-efficacy for helping in cardiac arrest after the training and 9 months later was analysed using a multilevel mixed model. Means and pass-rates for BLS skills were secondary outcomes. Results: Contrary to the assumptions, this study could not measure a higher self-efficacy for helping in cardiac arrest of the students participating in the intervention (n = 307 students) compared to the control group (n = 293 students) after training and at the follow-up (mean difference: 0.11 points, 95% CI: − 0.26 to 0.04, P = 0.135). The odds to pass all items of the BLS exam was not significantly different between the groups (OR 1.11, 95% CI: 0.81 to 1.52, p = 0.533). Self-regulated learning was associated with a higher performance of male students in the BLS exam (mean score: 7.35) compared to females of the intervention (female: 7.05) and compared to males of the control (7.06).Conclusion: This study could not resolve the question, if self-regulated learning in peer-groups improves selfefficacy for helping in cardiac arrest. Self-regulated learning is an effective alternative to instructor-led training in BLS skills training and may be feasible to realise for lay-persons. For male students self-regulated learning seems to be beneficial to support long-term retention of skills. Trial registration: ISRCTN17334920, retrospectively registered 07.03.2019.

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“…In accordance with these findings, previous studies have shown that school children in Europe and North America are able to acquire BLS skills after practical training. [ 10 , 11 , 24 ] These results show that theoretical combined with practical training is a feasible and effective method for primary and secondary school children in China.…”

Section: Discussionmentioning

confidence: 85%

“…Previous studies have confirmed that bystander CPR learning could increase the awareness of first aid and improve outcomes of OHCA. [ 1 , 6 , 10 , 11 , 23 ]…”

Section: Discussionmentioning

confidence: 99%

Bystander cardiopulmonary resuscitation training in primary and secondary school children in China and the impact of neighborhood socioeconomic status

Shen

et al. 2018

Medicine

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Teaching school children basic life support improves teaching and basic life support skills of medical students: A randomised, controlled trial

Cited by 32 publications

References 23 publications

Knowledge and Attitude of Basic Life Support among Medical Students at King Abdul-Aziz University

Knowledge and Attitude of Basic Life Support among Medical Students at King Abdul-Aziz University

Implementation of Basic Life Support training in schools: a randomised controlled trial evaluating self-regulated learning as alternative training concept

Bystander cardiopulmonary resuscitation training in primary and secondary school children in China and the impact of neighborhood socioeconomic status

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